Scope: The journal Tecnologias, Sociedade e Conhecimento, aims to broaden knowledge and understanding of the ways in which digital technologies can benefit educational processes through the publication of research results on theory and practice of Informatics in Education. The journal Tec. Soc e Com. is published biannually, is peer reviewed, and organized by the Nucleus of Informatics Applied to Education (Núcleo de Informática Aplicada à Educação - NIED) at UNICAMP. Qualis: A3 Knowledge Area: Human Science Fundation: 2013 E-ISSN: 2318-8839 Short title: Tec. Soc. e Con. E-mail: tscnied@unicamp.br Unit: NIED Responsible editor: Maria Cecília Calani Baranauskas DOI Prefix: 10.20396
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Development of a podcast as a technological tool for the internationalization of nursing
This study describes the development and implementation of an institutional podcast to promote the internationalization of the Graduate Nursing Program at a Federal University, present reach indicators, and discuss practical implications for knowledge dissemination and “at home internationalization.” It is an applied technological production study developed in six stages, including literature review, content definition, technology construction, interviews with experts, implementation, and INPI registration. Seventeen episodes were published, reaching 582 plays and 107 followers, with a majority of listeners in Brazil (88.7%) and listeners predominantly women aged 35–44 years. The podcast contributes to expanding opportunities for academic mobility and enhancing the professional, scientific, and cultural perspectives of nursing students and professionals.
Copyright (c) 2026 Michelle Mariah Malkiewiez, Elisiane Lorenzini, Mara Ambrosina de Oliveira Vargas, José Luís Guedes dos Santos https://creativecommons.org/licenses/by/4.0
O podcasting tem se consolidado como uma ferramenta pedagógica poderosa na educação em saúde, oferecendo uma alternativa acessível e flexível ao ensino tradicional. Sua natureza portátil e sob demanda permite que estudantes aprendam em movimento, especialmente em contextos clínicos onde o uso de livros é impraticável. Além de transmitir conhecimento técnico, o podcast promove empatia, reflexão e compreensão das narrativas dos pacientes, aspectos essenciais na formação profissional. Estudos mostram que a criação de podcasts por alunos pode reduzir o estresse, fortalecer a identidade profissional e desenvolver habilidades cognitivas avançadas, como síntese, comunicação e adaptação ao público. O projeto apresentado neste artigo envolveu docentes da Pós-Graduação em Enfermagem da UFSC e especialistas em internacionalização, explorando o uso do podcast como ponte entre teoria e prática. A proposta também levanta questões sobre coautoria, ética e avaliação pedagógica de mídias digitais. Por fim, destaca-se o potencial do podcast como ferramenta de aprendizagem "just-in-time" e como meio de transformar alunos em produtores de conhecimento, alinhando-se a paradigmas educacionais contemporâneos. Ao final, apresenta-se um parágrafo de despedida do Editor-Chefe, professor José Armando Valente.
Copyright (c) 2026 Maria Cecília Calani Baranauskas https://creativecommons.org/licenses/by/4.0
Several tools have been developed to assist in the education of children with Autism Spectrum Disorder. This article aims to present the development of an application called AtiviTEA to support the teaching-learning process of children with Autism Spectrum Disorder, using an exploratory research methodology and the incremental development model. As a result, the educators who tested AtiviTEA positively evaluated the tool, considering that the interface is intuitive and allows for easy navigation, and enables children with Autism Spectrum Disorder to clearly interpret their mistakes and successes.
Copyright (c) 2024 Natasha Rhayane Pereira Ribeiro, Jonata Ferreira Barbosa, Rainer Xavier de Amorim, Odette Mestrinho Passos https://creativecommons.org/licenses/by/4.0
This article describes an experience report on the application of Scratch workshops in Science classes, provided to a class of 15 students in the 6th year of Elementary School at a public school in the city of Farroupilha/RS, aiming to stimulate Computational Thinking (PC). A qualitative methodology was used, observations, creation of a project repository and application of a questionnaire to participants. The practical activities were designed to provide a dynamic and interactive approach, promoting the connection between scientific concepts and programming skills. A positive impact was observed, not only on the development of Computational Thinking, but also on a deeper understanding of the scientific topics covered. At the end of the study, it was concluded that the use of Scratch enriched the experience of the teaching and learning process in Science, proving to be an effective tool at the same time that it promoted PC through programming.
Copyright (c) 2024 Magdalena Dal Ponte Ceratti, Márcia Finimundi Nóbile https://creativecommons.org/licenses/by/4.0
Digital platforms and algorithmic literacy
Esta edição resulta do fluxo regular de submissões de trabalhos à revista e inclui dois artigos científicos, um relato de experiência e um resumo de dissertação. As contribuições deste volume foram escritas por autores atuantes na comunidade brasileira de informática na educação, originários de instituições de ensino e pesquisa públicos, de três diferentes regiões da federação (N, NE e S). Os trabalhos envolvem aspectos relevantes da Informática na Educação, situados em vários níveis de educação (da educação básica ao ensino superior), todos conduzidos em espaços educativos formais. As contribuições deste volume para o espaço de discussão da revista foram escritas por dez autores afiliados a quatro universidades IFAP e UFAM da região Norte, UFBA do Nordeste e UFRGS do Sul. O que une esses trabalhos são aspectos envolvendo o ensino de Ciências via diferentes plataformas (Artigo de Lima e Alves e Artigo de Ceratti e Nóbile), o uso da gamificação (Relato de Ribeiro et al. e Resumo de Souza e Dias), a preocupação com o acesso inclusivo (ex. Relato de Relato de Ribeiro et al.) e democrático (ex. Resumo de Souza e Dias). Subjacente a todas as quatro contribuições está o pensamento algorítmico (em suas várias denominações) que, ou são parte constituinte dos trabalhos, ou são elementos que se interpõem ao acesso à tecnologia e à informação. A palavra “algoritmo” já não está mais limitada aos campi universitários; é comum ouvir a palavra em convites nas mídias tradicionais (rádio, tv), e em plataformas digitais de redes sociais: vamos dar um joinha pra treinar os algoritmos? Somemos a essas duas expressões a “inteligência artificial” (IA). Em particular a IA já foi tema em números recentes desta revista (v. 10, n. 2, 2023 e v.9 n.2, 2022); vamos então nos debruçar sobre algoritmos, pensamento algorítmico, e sua relação com plataformas digitais, que embutem também a questão da agência (processamento algorítmico) por artefatos não humanos (a “IA” ou algoritmos de IA).
Copyright (c) 2024 Maria Cecília Calani Baranauskas, José Armando Valente https://creativecommons.org/licenses/by/4.0
The teaching of startups de software in computing courses
The software startups teaching approach questions about startups creation, operating conditions, when they end up and become a business model and foundation plans. This paper sought to identify the tools, models, methods and methodologies that are applied in the teaching and learning of software startups for undergraduate students in higher education institutions. Based on a systematic mapping of the literature (SML) 32 studies were selected. The SML resulted in the discovery of practices employed such as Experiential Learning, Empirical Study and Experimental Method. From that, some assumptions and directions were outlined and presented seeking to improve the quality of teaching, students' motivation and alignment between academia and the job market.
Copyright (c) 2024 Tecnologias, Sociedade e Conhecimento https://creativecommons.org/licenses/by/4.0
Pedagogical mediation in distance learning
This experience report focuses on gathering information about the tutor's role in Distance Education (DE) as a promoter of affectivity, advisor and motivator in the collaborative learning process in a discussion forum. It is a qualitative, exploratory and direct analysis research, with theoretical support in the Quality References (BRAZIL, 2007) and in other official documents, as well as in studies by authors that deal with online tutoring and mediation. It should be noted that the expansion of distance education and its quality, in the pedagogical process, is possible through the insertion of new technologies and also through the good performance of the tutors.
Copyright (c) 2022 Tecnologias, Sociedade e Conhecimento http://creativecommons.org/licenses/by/4.0/
The use of active learning methodologies to promote student autonomy
Autonomy is one of the pillars of Freire's pedagogy in the construction of an emancipatory and critical school and in the promotion of student freedom. In this article I propose to discuss the role of active learning methodologies in promoting students' autonomy. Active methodologies, in addition to developing the skills and competences of students, allow paths and new practices so that the student can be a protagonist in his own learning process. The article is bibliographical in nature and aims to analyze the extent to which active learning methodologies contribute to the promotion of learners' autonomy. We conclude that active teaching methodologies allow students to develop their autonomy and skills in the classroom.
Plugged and unplugged study activities for the inclusion of Computational Thinking with the math content of the 6th year of elementary school
This article presents the results of a research developed with the aim of analyzing how the concepts of Computational Thinking (PC) can be associated, in practice, with the fundamental skills / resources of Mathematics in the 6th year of Elementary School II, according to the competence of the National Base Common Curriculum (BNCC). Study activities that involved an integration of PC with 6th grade Mathematics were elaborated and made available to a group of teachers, members of the expert panels for analysis. The results showed that we can infer that the inclusion of Computing in Basic Education not only brings benefits for the development of several skills, but it can also provide the development of the PC for problem solving, the construction of new knowledge, methods and strategies to work reasoning and abstractions in any area of knowledge.
Paulo Freire's pedagogy and digital technologies in education
Paulo Freire, the Patron of Brazilian Education, has always promoted the use of digital technologies in education, recognizing the demands of contemporary society and the potential of technological resources. This article seeks to reflect on how the pedagogy developed by Paulo Freire has been incorporated in studies carried out by the Brazilian community of Informatics in Education, based on a systematic literature review of scientific productions published in the magazine Tecnologias, Sociedade e Conhecimento and in the Publications Portal of the Special Commission on Informatics in Education. A large part of the studies are concerned with issues of a humanist nature, with the depth and extension of human relations as essential to the construction of an autonomous and problematizing pedagogy, with the critical thinking of the educator-educator, and with the autonomous and critical character of the learner, among other issues intensely defended by Freire.
Digital Information and Communication Technologies
Computational experience in early childhood education
The use of educational robotics as a tool for developing skills in children is in the process of expansion and strengthening. Throughout the world, initiatives emerge in which it acts as a middle for teaching in various knowledge areas. In this context, this article presents a robotic platform for teaching the correct disposal of waste to pre-school children. An experimental scenario was developed for testing and evaluating the artifacts at a school of Early Childhood Education. As a main result, 21 children participated in the activities, demanding in average two trials to conclude the task. The computational experiment carried out highlighted the potential that technologies have when they allow the teacher to propose challenging problems and situations, where children can act with autonomy and creativity.
Personalized learning is not emancipatory learning
In this article, we discuss two possible futures for educational technologies and personalized learning. One is dominated by corporate products of programmed instruction in which “personalization” is strictly limited to the pace of consumption of the materials, with students unable to have any choice in terms of content or approaches. On the other end of the spectrum, maker education offers a different way to use technology, enabling students novel forms of expression and of agentic participation in today’s world. We conclude by warning about the appropriation of the discourse of progressive education by producers of systems of programmed instruction, and pointing out that there is, at the intersection of maker education and Freirean approches, a more promising future for educational technologies.
Edição temática celebrando o centenário de nascimento de Paulo Freire (1921 – 2021)
Esta edição resulta do fluxo de submissões ao número especial Celebrando o Centenário de Nascimento de Paulo Freire (1921 – 2021), o Patrono da Educação Brasileira. Nesta edição especial, a Revista Tecnologias, Sociedade e Conhecimento, divulga trabalhos de pesquisa e experiências práticas usando tecnologias digitais que foram inspiradas na filosofia e nas ideias de Paulo Freire.
In the framework of planetary decoloniality, in the line of research entitled: Paulo Freire: the walker of utopia in transmethodologies, the complex objective of inquiry is fulfilled, we support the Freirian work, the walker of utopia as luminescence of the crisis of South today. It is a transmethodical inquiry with rhizomatic deconstruction, rescuing the research subject and his feelings. Categories such as awareness - awareness, dialogical - dialectical dialogue, political literacy are erected. The crisis in the South is permeated with hopeful reconstructions with love and Freirian faith; the powerfully developed means of information and communication technology today being carriers of possible inclusion, as a true liberation of the epistemologies of the South.
Scientific communication at the plataformization
Considering Digital Culture as a ubiquitous characteristic in contemporary times, Scientific Dissemination (SD) has also been performed by the processes inherent to Platformization, Datafication and Algorithmic Performativity. In this way, the article aims to map the SD channel network on YouTube from Science Vlogs Brasil (SVBR), reflecting on the possible effects on the field of scientific education. Therefore, we use Digital Methods to access data via YouTube APIs. The results make it possible to visualize the relationships of a dense network, in which the most suitable are from the Exact and Natural Sciences. The analysis also points out indicators of the platform's algorithmic performativity, signaling the importance of DC interventions with a critical eye towards platformed environments.
Copyright (c) 2024 Beatriz Oliveira de Almeida Lima, Lynn Rosalina Gama Alves https://creativecommons.org/licenses/by/4.0
Exploring the relationship between educational resources used in distance higher education and dropout
This study is an exploratory case analysis that used a qualitative approach to examine the correlation between the use of educational resources in virtual learning environments for higher education and the dropout rates. The study is necessary because the third most common cause of dropout in the educational system is related to the platform itself. The use of synchronous and asynchronous educational technologies can affect dropout rates. The findings indicate that courses with more resources had higher dropout rates, while those with fewer resources had lower rates. Consequently, the research results are critically analyzed, and the study's implications and contributions are highlighted.
Training and knowledge of university teachers for digital technologies integration in remote teaching
This paper presents a reflection about the formative actions of university professors in the context of remote teaching, based on the need to integrate digital technologies into the higher education curriculum. To this end, we conducted an exploratory study in a public Brazilian university, through the application of a questionnaire answered by 334 professors. We analyzed how they considered their knowledge to work with digital technologies and how they sought new teaching learning in face of the remote teaching situation. The results show that teachers have attended the training courses offered by the university, and at the same time they have sought knowledge on their own, from different sources. As autonomous training, the exchanges among peers, as well as with students, stand out.
From theory to practice in the classroom
This study explores the use of Intelligent Tutoring Systems (ITS) in the Brazilian context, focusing on computational environments that offer personalized learning. Two cases are highlighted: PAT2Math, implemented in elementary schools, which led to significant improvements in students' algebraic skills and increased engagement; and Feeper, adopted in university programming courses, which optimized the feedback process and reduced the teachers' workload through automatic exercise corrections. These experiences demonstrate how Artificial Intelligence can personalize education and empower educators to refine their methodologies. Moreover, the article suggests areas for future research, including the detection of students' emotions and integration with Generative AI, with the goal of expanding the understanding of AI's application in Education.
Generative artificial intelligence as an educational tool
The continuous dynamism of teaching and learning, driven by the rapid technological transformation in society, calls for exploring new approaches to enhance the educational process. In this context, the use of Generative Artificial Intelligence (GAI) emerges as a promising perspective to enrich the design of lesson plans and foster more immersive and meaningful learning experiences. This study investigates the benefits, potentials, and inherent challenges of applying GAI tools, highlighting the experience of crafting an educational activity in Porto Real. This research not only creates room for critically considering the advantages of this innovative approach but also invites readers to a deeper reflection on the role of Artificial Intelligence in shaping contemporary education.
This article presents a systematic literature mapping (SLM) that classifies Intelligent Tutoring Systems (ITS) by areas of knowledge, with the aim of understanding their distribution and application between 1956 and 2023. Of the 907 cases of ITS applications mapped, 80% are concentrated in six areas: Mathematics, Literature, Computer Science, Medicine, Electrical Engineering and Physics. On the other hand, it is worrying to note that 26 areas of knowledge did not present any records of ITS applications. This absence suggests a research and application gap in a wide range of disciplines. Analysis of the most cited publications in the main areas of knowledge revealed key works that have influenced the field. The practical implications include opportunities to improve learning and training in various disciplines.
Integration of artificial intelligence techniques for probabilistic student modeling in virtual learning environments
Pedagogical practices supported by computational resources, especially those that incorporate Artificial Intelligence techniques, can help predict the level of knowledge of students in virtual learning environments. In this context, this article presents a hybrid approach, based on Bayesian Networks and ontologies, to process information about students' level of knowledge and behavior and, thus, measure their performance. A dynamic, probabilistic, domain-independent, extensible and reusable student model was created. An extension of the model was also presented to allow visualization of students' capabilities and limitations. As a case study, the proposed model was integrated into an educational platform, serving as a basis for validating and experimenting with the approach.
Leveraging smart education for sustainable development in the digital era
This study aimd to identify the key pillars of policy practice to promote the development of smart education by analyzing policy issues related to smart education in China from 2013 to 2023.Four leverage points were presented: forward-thinking governance and policy initiatives, smart learning environments, transformative teaching and learning enabled through technology, and overarching considerations for smart education. The findings emphasized the importance of proactive governance and policy formulation, the establishment of adaptive learning environments, the integration of technology to foster transformative teaching and learning practices, and comprehensive considerations for the sustainable implementation of smart education.
Thematic edition on the resumption of AI in Education
As palavras “inteligência artificial” ou seu acrônimo “IA” estão agora espalhadas no discurso das pessoas na vida social quotidiana (meios de comunicação, filmes, imaginação), significando coisas diferentes para pessoas diferentes. Às vezes IA é tão onipresente que quase não a percebemos, por exemplo, quando nossa câmera está otimizando a captura de uma foto. Às vezes ouvimos histórias assustadoras sobre a IA assumindo o controle da vida cotidiana, por exemplo, quando algumas decisões tomadas pelos sistemas computacionais (com IA) nos impedem de obter um empréstimo no banco, ou roubando a cena hollywoodiana literalmente. Em resumo, abundam mitos e equívocos, ao mesmo tempo em que não podemos ser ingênuos a respeito do seu potencial para o bem ou para o mal, tornando a sua utilização muito complexa.
Application of alternative robotics and experimentation in the virtual remote laboratory of alternative robotics - labRVRA
Educational Robotics (ER) integrates into the curriculum, promoting technology, inclusion, and social integration. Developed by Seymour Papert in the 1960s, based on Jean Piaget's Constructivist Theory, ER faces accessibility challenges due to the high costs of educational kits. Alternatives, such as robotics using electronic waste, emerge as economical and sustainable solutions. The promotion of (Cre)ative methodologies, with a focus on active student participation, seeks holistic education. In this context, the dissertation expands ER possibilities with LabRVRA, a Virtual Remote Laboratory of Alternative Robotics built with electronic waste, democratizing access to innovative practices remotely. It replicates traditional educational robotics environments affordably and consciously.
Copyright (c) 2024 Elender Keuly de Souza, Klenilmar Lopes Dias https://creativecommons.org/licenses/by/4.0
Esta edição resulta do fluxo regular de submissões de trabalhos à revista e inclui dois artigos científicos e dois relatos de experiência. As contribuições deste volume foram escritas por autores atuantes na comunidade brasileira de informática na educação, originários de instituições de ensino e pesquisa públicos e privado, de três diferentes estados da federação (PR, SP e RS). Os trabalhos envolvem aspectos relevantes da Informática na Educação, situados em vários níveis de educação (da educação básica ao ensino técnico e superior), com foco na formação interdisciplinar e interprofissional, todos em espaços educativos formais. As contribuições deste volume para o espaço de discussão da revista foram escritas por dezesseis autores afiliados a cinco universidades: USP e UNICAMP de SP, UFPR e UTFPR do PR e Unijuí do RS; ainda, uma coautora é docente da SME de Curitiba, PR. O amalgama que une esses trabalhos é a interdisciplinaridade em suas diferentes faces e contornos: do fazer sentido da tecnologia ao professor em seu espaço de formação (de Lemke e Pansera-de-Araújo); das práticas de costura e customização integradas ao currículo de ciências e à educação ambiental via tecnologia (de Zago et al.); da experimentação remota para trabalhar conceitos relacionados a ciências atmosféricas (de Ferreira e Girotto Jr.); da necessidade da formação interprofissional (de Barbosa et al.).
Copyright (c) 2023 Tecnologias, Sociedade e Conhecimento https://creativecommons.org/licenses/by/4.0
Development and evaluation of a proposal for remote experimentation as a pedagogical resource in the design of an experiment for science education
The increasing integration of technology into everyday life has intensified the interest in incorporating it into the school environment. Brazilian curricular guidelines emphasize the importance of schools adopting and promoting a democratic use of technology. One of the resources that has been reported in the literature is the use of remote experiments. In this work, we report the experience of developing a remote experiment based on Arduino for measuring temperature, relative air humidity, and carbon dioxide concentration. We outline perspectives for implementation in the school environment and explore the challenges of technological integration in didactic planning. Furthermore, we address teacher training, suggesting ways to overcome obstacles and integrate new tools.
An initiative to integrate skills and competences in Information Technology and Business Administration
Information technology (IT) professionals with management competence and business administrators with IT knowledge are being increasingly valued by companies. Considering the premise that information systems students can benefit from business administration knowledge, and vice versa, this paper presents the design and implementation of an interdisciplinary Certificate of Special Studies (CEE) in IT and Business. The experience has integrated disciplines from the Information Systems and Administration courses, offered in different units of the same higher education institution (USP), using IT resources as an important support for the process. In general, the experience proved to be promising, capable of exercising students' interprofessional, cognitive, metacognitive, social, and emotional skills, in addition to promoting teacher and student integration in both courses involved.
Perceptions of teachers in training about TDIC in teaching and learning processes in basic education
This article analyzes the perceptions of teachers in training (undergraduate students) about the Digital Information and Communication Technologies (DICT) in the processes of teaching and learning in Basic Education, relating the knowledge of the framework Pedagogical Technological Knowledge of Content (TPACK). To this end, data were collected through an electronic questionnaire in the period from September to October 2022 with Biological Science undergraduate students enrolled in the curricular components of Practice as a Curricular Component of a campus of the Instituto Federal Farroupilha. The results showed shortcomings of the formative processes of teachers with respect to the ICT and its use, especially in the recognition of the knowledge of TPACK, the development of skills, abilities and attitudes directed to the teachers in training with respect to ICT.
Understanding contemporary educational trends can be a starting point for social education. In this perspective, the Projeto Mãos na Massa - Domestic Economy of sewing and customization offered by the Municipal Department of Education of Curitiba (SME), introduces dynamics for Elementary School II. The objective was exploratory and descriptive research. Along these lines, educational possibilities were analyzed through analyze the project from the point of view of Science curriculum parity. The methodology emphasizes qualitative, he approach of Environmental Education (EA), Science, Technology, Society and Environment (CTSA), associated with Scientific and Technological Literacy (ACT). It is concluded that the proposal can develop critical participation in different social practices, when incremented by different tools of digital didactic resources in the teaching-learning process.
Use and reuse of open educational resources
Artificial Intelligence, Education and Social Responsibility
Esta edição resulta de submissões de trabalhos estendidos da II International Conference in Information Technology & Education (ICITED) à revista. Nesta edição, a Revista Tecnologias, Sociedade e Conhecimento divulga um trabalho de pesquisa relacionado à mensuração do desempenho acadêmico de estudantes do ensino secundário em Portugal, realizada por meio de métodos da Inteligência Artificial (IA). Dados dos exames nacionais de matemática e português da população portuguesa no ano letivo 2018/2019 são utilizados para alimentar algoritmos de IA e levantar fatores que afetam os resultados dos estudantes nesses exames. A contribuição deste volume para o espaço de discussão da revista foi escrita por cinco autores afiliados à Nova Information Management School, uma escola de Gestão de Informação e de Ciência de Dados da Universidade Nova de Lisboa. O trabalho envolve a temática do desempenho acadêmico, medida por meio de métodos e tecnologias de IA, com potencial impacto em políticas públicas.